Accommodations Toolkit

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Administrative Consideration (Universal Feature):

Test Format: Depending on state testing policies, students may use either the online or paper format of the test to address individual student needs. For example, you can give a student the paper test even though students throughout the school or district typically test in the online test platform. Keep in mind: A paper-based format is available for students taking the online test to handwrite answers on the Writing test in grades 4-12. See the test-specific Test Administrator Manual for details and check your state’s testing policies before offering this option.

Accommodation:

Paper Test Booklet CBT—A student who cannot access the computer for classroom work due to injury, illness, or vision impairments may need a paper test in lieu of taking the test with peers on the computer. The 504 plan or IEP must clearly indicate how the teachers accommodate the student’s need in class and the restrictions the student has when using technology (examples: no more than xx minutes of screen time per day, must have a significant break after xx minutes, no computer usage at all, etc.). If a paper test booklet is ordered as an accommodation for a student at a CBT school, the student must use the paper test booklet and may not participate in computer-based testing. This accommodation also requires Adult Transcription into the TestNav system.

Accommodation:

ACT Aspire Summative testing, which includes writing, is delivered online or on paper. Arkansas Policy: Summative paper testing must be approved by the ADE: DESE Office of Student Assessment with the exception of Braille, large print, or American Sign Language accommodations. Complete and submit the ADE: DESE Special Accommodations Request Form.

Accommodation:

Braille: Paper–pencil tests are available if students cannot access the needed assistive technology for refreshable braille presentation and embossers for the administration of the computer-based CAASPP or ELPAC tests.

Universal Feature/Accommodation:

Paper-based Assessment: The paper-based form of the assessment is available to any student; however, if a school/district is using computer-based assessments for their general student population, a paper-based form is available as an accommodation for students with disabilities and/or ELs such as students who:

• Have a neurological disorder, a condition that causes seizures, or another health condition that prevents the student from accessing the computer;
• Need Auditory Presentation support beyond text-to-speech and thus require an oral script for PBT; or
• Have an IEP or 504 plan that requires assistive technology that is not compatible with CBT administration.

Scheduling CMAS Paper-based Administration: For general use of the paper-based assessment, all students in a grade must complete the same unit of the same content area assessment at the same time. Should that not prove possible, assess all students within the shortest timeframe practicable within the same day, minimizing interactions between the groups of students (e.g., during regularly scheduled science period, tested in back-to-back physical testing groups). Test students using accommodated forms at the same time as their peers taking either online or other paper tests. If testing units back-to-back, students may not have access to cell phones during short breaks between units.

Designated Feature:

Paper/Pencil test: Test is presented in a fixed form, paper/pencil format. To be used only when “print on demand” is not practical due to student’s testing location or student’s access needs. Includes the use of a hand-held calculator in the case of math.

• Homebound students are tested on all DeSSA Assessments except for DeSSA-Alt

Accommodation:

Paper-Based Assessment: For schools administering the computer-based assessments, a paper-based assessment is available for students who (1) are unable to take a computer-based assessment due to a disability, (2) recently entered the school and has very little or no prior experience or familiarity with technology, (3) attend a school providing paper-based assessments as the primary mode, or (4) are unable to access an online assessment due to religion or beliefs.

Students who may participate in a Paper-Based Assessment: Although PARCC and DC Science assessments are computer-based using an online testing platform, there may be specific instances which require a student to take a paper-based assessment instead. The following conditions may result in a school choosing to administer a paper-based assessment:

• Condition #1: A student is unable to use a computer due to the impact of his or her disability. The student’s inability to participate in computer-based assessments should be documented in an Individualized Education Program (IEP) or 504 plan. Examples may include:
  • A student with a disability who cannot participate in the online assessment due to a health-related disability, neurological disorder, or other complex disability, and/or cannot meet the demands of a computer-based test administration;
  • A student with an emotional, behavioral, or other disability who is unable to maintain sufficient concentration to participate in a computer-based test administration, even with test accommodations;
  • A student with a disability who requires assistive technology that is not compatible with the testing platform.
• Condition #2: A student who recently entered the school and has had very little or no prior experience or familiarity with technology.
• Condition #3: The school is providing paper-based assessments for its students as the primary mode of administration.
• Condition #4: A student who is unable to access an online assessment due to religious beliefs.

Accommodation:

A student with a disability who has an IEP or Section 504 Plan may be eligible for paper-based accommodations (regular print, large print, braille, one-item-per-page) on computer-based statewide assessments. Decisions regarding accommodations, including eligibility for paper-based accommodations, should be based on a student’s needs and should not be made for preferential reasons. The use of computers and mobile devices for instructional engagement and assessment is a fundamental aspect of general education, and the ability to access online environments must be considered. Students with disabilities should be given access to online environments during the educational day, including on assessments, in order to be prepared for college and careers. In addition, students should be given opportunities to practice on computer-based instructional programs and on computer-based test platforms using the available features and accommodations to determine their effectiveness and appropriateness. Students who are eligible to receive paper-based accommodations must have an IEP or Section 504 Plan that clearly indicates the reason that the computer-based test is not currently accessible or appropriate for the student. Documentation should include:

• Whether or not the student is currently able to use a computer or mobile device to engage in instruction/assessments
• Accommodations/assistive technology the student needs when using a computer or mobile device
• Training and services the student needs to successfully use a computer or mobile device in instruction/assessments
• The type of media/accommodations (e.g., paper, braille) that are necessary if it is determined that the student cannot use a computer or mobile device for the foreseeable future

Students who are hospitalized/homebound and students who currently reside at Department of Corrections and Department of Juvenile Justice (DJJ) facilities are also eligible to receive paper-based test materials if Internet access is not available.

Accommodation:

Although Illinois Assessment of Readiness is a computer-based using an online testing platform, there may be specific instances which require a student to take a paper-based assessment instead. The following conditions may result in a school choosing to administer a paper-based assessment:

• Condition #1: A student is unable to use a computer due to the impact of his or her disability. The student’s inability to participate in computer-based assessments should be documented in an Individualized Education Program (IEP) or 504 plan. Examples may include:
  • A student with a disability who cannot participate in the online assessment due to a health-related disability, neurological disorder, or other complex disability, and/or cannot meet the demands of a computer-based test administration;
  • A student with an emotional, behavioral, or other disability who is unable to maintain sufficient concentration to participate in a computer-based test administration, even with test accommodations;
  • A student with a disability who requires assistive technology that is not compatible with the testing platform.
• Condition #2: A student who recently entered the school and has had very little or no prior experience or familiarity with technology.
• Condition #3: The school is providing paper-based assessments for its students as the primary mode of administration.
• Condition #4: A student who is unable to access an online assessment due to religious beliefs.

There are a few accessibility features that must be pre-selected for the student in the SR/PNP. Accommodations for students with disabilities and/or ELs must be pre-selected for the student in the SR/PNP. When needed for the paper-based accessibility feature or accommodation, this information is included in the “before testing” guidance and the corresponding column in the SR/PNP file is also provided.

Paper-Based Edition of the Mathematics Assessment in Spanish:

Test Administrators providing this accessibility feature should ideally be literate and fluent in English and Spanish, or may be assisted by a translator, if available, since test administration directions will be read to the student in Spanish. During Testing: The student takes a paper-based mathematics assessment with content presented in Spanish. Note: If the student is also receiving a Human Reader accessibility feature, the test can be read aloud in Spanish only (i.e., the test cannot be read aloud in English in addition to Spanish).

Accommodation:

Print Booklet: A paper form of the assessment may be provided to a student. The paper form is a fixed-form and is not adaptive.

Accommodation:

Paper-and-Pencil Test: The student is administered a paper-and-pencil version of the test. Non-embedded. Students with significantly limited technology skills or students who will rely on designated features that are only available for use on paper-and-pencil assessments may be provided this feature.

Accommodation:

Special Paper Kit Accommodations: If a student cannot test online due to a disability—such as seizures brought on by electronic usage—there are a small number of paper kits printed that can be sent to districts for special situations. These can only be obtained with KDE approval and cannot be ordered in PearsonAccessnext. To gain approval please email Devon Avery with the student ID# and where the documentation can be found in IC. The documentation should contain supporting evidence of the condition that prevents online testing and rationale of why a paper kit is needed. The request will be reviewed; upon approval, KDE will communicate with Pearson regarding the district and grade level needed, and a paper kit will be sent to the district.

Accommodation (Students with Disabilities):

Some students are unable to use a computer due to the impact of his or her disability, or other conditions. Students who use a paper based edition can include:

• A student with a disability who cannot participate in the online assessment due to a health-related disability, neurological disorder, or other complex disability, and/or cannot meet the demands of a computer-based test administration;
• A student with an emotional, behavioral, or other disability who is unable to maintain sufficient concentration to participate in computer-based test administration, even with test accommodations;
• A student with a disability who requires assistive technology that is not compatible with the testing platform;
• A student who recently entered the school and has had very little or no prior experience or familiarity with technology;
• The student is unable to access an online assessment due to religious beliefs.

Accommodation (Math, English Learners):

Paper-Based Edition of the Mathematics Assessment in Spanish: Test Administrators providing this accommodation should ideally be literate and fluent in English and Spanish, or may be assisted by an interpreter, if available, since test administration directions will be read to the student in Spanish. During Testing: The student takes a paper-based mathematics assessment in Spanish (or other native language if provided), Spanish kits for paper-based PARCC Mathematics assessment include an English version of the test booklet and mathematics tools so the test can be administered in a bilingual format. Responses must be entered on the Spanish answer document for responses provided in Spanish to be scored. Note: If the student is also receiving a human reader accessibility feature, the test can be read aloud in Spanish only (i.e., the test cannot be read aloud in English in addition to Spanish).

Accommodation:

Paper-based edition of the MCAS test may be administered as an accommodation to a student who is unable to use a computer or take the computer-based test due to a disability. (Note: This must be listed as an accommodation in the student’s IEP or 504 plan).

Accommodation:

Paper test booklet: Paper test booklets may be ordered as an accommodation for the online grades 1–12 ACCESS. Students must take all four domains—reading, writing, speaking, and listening—using the paper test booklet. The accommodation code for regular print test materials (12) must be entered during Posttest Editing as it cannot be entered into WIDA AMS. Note: A paper administration is also available for English learners who have been enrolled in Minnesota schools for less than a year and have an English proficiency level of 2.9 or below on the ACCESS or a 2.5 or below on the WIDA screener. Refer to Test Administration Considerations for ACCESS in Chapter 8 for additional information.

Universal Feature:

Non-Accommodation Paper Based Assessment: Use this tool under the following scenarios:

• For students without an IEP/504 plan that need to test off-site in a non-district building (e.g., hospital, juvenile facility, etc.), the student may use the Paper Based Assessment.
• For EL students who are using Read Aloud—Native Language (S111), where the translator needs access to the assessment prior to administration to conduct translation services. Please see the section on Translation that follows the Tools/Accommodations lists for more information.
• For students using Read Aloud—Human Reader (S043) where the examiner needs to read from a paper copy. Please see the section on Read Aloud that follows the Tools/Accommodations lists for more information.

Please Note: There is a $15 charge to the district for each printed Paper Based assessment not required by an IEP. This tool must be chosen in the Portal under student accommodations prior to testing.

Accommodation:

Paper Based Assessment: Students with this accommodation in their IEP/504 plan may take the assessment using the Paper Based format. Please Note: Answers from students who access the assessment using the Paper Based format must be entered into the INSIGHT student platform prior to shipping the paper assessment back. Please follow the instructions found in the manuals. This accommodation must be chosen in the Portal under student accommodations prior to testing.

Accommodation:

English Learners:

Districts are able to provide written translations in languages other than Spanish. See tool 8 for translation guidelines. If students need the side-by-side support for M/S in English and Spanish, paper/pencil is the only option for these students. For the Spanish translated test, districts must use the NDE version. Due to significantly limited access to technology, a newcomer with limited or interrupted formal schooling may need to take the paper-and-pencil version of the assessments. This option should be based on a student’s individual needs only and should not be applied on a group basis.

Reasons for paper/pencil include:

• Written translations of languages other than Spanish (M/S)
• Available for students who need side-by-side (English and another language) (M/S only)
• Need for Spanish audio files provided by NDE
• Limited access to technology (M/S/ELA)

Students with Disabilities:

The paper/pencil option should be based on student’s individual need but is limited to the reasons listed in the description section.

Reasons for paper/pencil include:

• Need for Braille or large print version
• Student has a medical condition that does not allow the use of computer screens
• Student is tested in a facility that does not allow/have internet access

Accommodation:

Although the NJSLA and NJGPA are computer-based using an online testing platform, there may be specific instances which require a student to take a paper-based assessment instead. The following conditions may result in a school choosing to administer a paper-based assessment:

• Condition #1: A student is unable to use a computer due to the impact of their disability. The student’s inability to participate in computer-based assessments should be documented in an Individualized Education Program (IEP) or 504 plan. Examples may include:
  • A student with a disability who cannot participate in the online assessment due to a health-related disability, neurological disorder, or other complex disability, and/or cannot meet the demands of a computer-based test administration;
  • A student with an emotional, behavioral, or other disability who is unable to maintain sufficient concentration to participate in a computer-based test administration, even with test accommodations;
  • A student with a disability who requires assistive technology that is not compatible with the testing platform.
• Condition #2: A student who recently entered the school and has had very little or no prior experience or familiarity with technology.
• Condition #3: A student who is unable to access an online assessment due to religious beliefs.

Accommodation:

Can a paper test be recommended as a testing accommodation for students with disabilities who would otherwise be expected to participate in computer-based State testing? Yes, if appropriate to the needs of the student and if necessary to implement other testing accommodations (e.g., use of a human reader to implement “tests read”). If a student with a disability who would otherwise be participating in computer-based testing is recommended to use a paper test in accordance with IEP/504 plan recommendations, the paper version of the test must be requested by contacting the Office of State Assessment.

Accommodation:

Paper version of test instead of online: A paper version of the test is available for the small number of students who are unable to use a computer due to the impact of their disabilities. Before selecting a paper version of the test, IEP teams and 504 plan coordinators should first consider other accessibility features. Students who take a paper-based test should be unable, even with support, to use technology to produce and publish writing using keyboarding. Situations that may require a paper accommodation include:

• A student with a disability who cannot participate in the online assessment due to a health-related disability, neurological disorder or other complex disability, and/or cannot meet the demands of an online test administration even with other accessibility features such as extended time, frequent breaks or a scribe;
• A student with an emotional, behavioral or other disability who is unable to maintain sufficient concentration to participate in an online test administration, even with other accessibility features such as a familiar test administrator, frequent breaks, small group, specified seating, or a timer;
• A student with a disability who requires assistive technology that is not compatible with the testing platform. If a student takes a paper version of a test, the student must take both parts of the test on paper.

Accommodation:

Students unable to access an OSTP computer-based test must also receive classroom assessments, benchmark assessments, and districtwide assessments in this manner. A student on an IEP/504 Plan does not automatically receive a paper and pencil test format.

IEP/504 teams are encouraged to provide students with disabilities the same test formats provided to their non-disabled peers based on the test formatting options listed above. IEP/504 teams should base their decision upon individualized, objective evidence to determine whether or not a student is able to access a computer-based (online) test. Students unable to access an OSTP computer-based test must also be unable to receive computer-based classroom assessments, benchmark assessments, and districtwide assessments. Consequently, a student on an IEP/504 Plan does not automatically receive paper & pencil test formats. Blanket policies predetermining specific accommodations for students with disabilities are not in accordance with the Individuals with Disabilities Education Act (IDEA) and Section 504 of the Rehabilitation Act of 1973. The SDE has developed a Paper Testing Checklist to assist IEP/504 teams in determining if paper and pencil testing is appropriate for students.

Accommodation:

PAPER-BASED EDITION. Paper tests are an accommodation for a student who is unable to use a computer or take the computer-based test due to a disability. Students are automatically registered for the computer-based test by RIDE. See the SR/PNP Guide for instructions on updating student registrations so paper test materials are shipped to your school.

PAPER-BASED EDITION OF MATH IN SPANISH. Any current or former EL student must meet one of these criteria to receive this accommodation:

• has a low level of English proficiency,
• is currently receiving or has received math instruction in Spanish,
• has little or no familiarity with technology,
• has a disability that affects their ability to take the computer-based version of the math test in Spanish.

See Section V. Participation Requirements for Students who are English Learners for information on testing first-year EL students. NOTE: Spanish editions (both computer-based and paper-based) do not have English versions of test items. RICAS PNP Column AR (Spanish Edition)

Accommodation:

Some students may have a disability that warrants a paper assessment.

Accommodation:

A standard print paper form of the test. The font size for the standard print form is 14 point on paper sized 8.5 x 11. This accommodation is appropriate for a very small number of students. Students with impairments or a medical condition (e.g., concussion) which precludes them from being able to use the online tests may use a paper version of the test. Test booklets are ordered for a student by selecting Paper Pencil Standard in the non-embedded accommodations section of TIDE student settings during the initial orders window. Test booklets ordered after the initial orders window closes will be ordered in TIDE additional orders.